This study centers around the exploration of the tangible manifestation of student engagement in the decision[1]making processes within public secondary schools in Saudi Arabia. This study employs a quantitative approach to examine the factors that impact student engagement, specifically emphasizing the importance of perceived barriers such as institutional obstacles and cultural conventions. The findings of this study highlight the imperative need for targeted interventions aimed at addressing the perceived barriers hindering students' engagement. Evidently, a robust negative association exists between these barriers and students' level of involvement. The observed relationship between gender and grade level, as well as the frequency of participation, appears to deviate from conventional expectations, exhibiting a minimal correlation. In order to enhance our understanding of the intricate mechanisms underlying student engagement within the educational context of Saudi Arabia, this study concludes by proposing potential directions for future investigation. These avenues encompass qualitative inquiries, longitudinal analyses, and explorations into the realms of technology integration and teacher training